Este artigo apresenta as definições e os conceitos de meritocracia, igualdade e equidade e uma proposta metodológica que permite fazer uma aplicação empírica para captar se e como políticas públicas buscam corrigir as desigualdades sociais. Para isso, foi realizada a classificação de oito programas educacionais executados pelo Fundo Nacional de Desenvolvimento da Educação, observando as mudanças ao longo de 25 anos (1995-2020). Os resultados permitiram identificar que, inicialmente, esses programas adotaram o princípio da igualdade em seus desenhos institucionais, para depois introduzir a equidade. A introdução de princípios equitativos não significou, entretanto, a eliminação de critérios de igualdade de acesso aos programas federais; ao contrário, foram critérios adicionais adotados de forma incremental ao longo de diferentes governos. Não foram identificados princípios de meritocracia para acesso aos programas pelos governos subnacionais.
{"title":"Igualdade e equidade na intencionalidade de políticas educacionais: O caso de programas do Fundo Nacional de Desenvolvimento da Educação (FNDE) no Brasil","authors":"Yasmim Marques de Melo, Sandra Gomes","doi":"10.14507/epaa.32.8482","DOIUrl":"https://doi.org/10.14507/epaa.32.8482","url":null,"abstract":"Este artigo apresenta as definições e os conceitos de meritocracia, igualdade e equidade e uma proposta metodológica que permite fazer uma aplicação empírica para captar se e como políticas públicas buscam corrigir as desigualdades sociais. Para isso, foi realizada a classificação de oito programas educacionais executados pelo Fundo Nacional de Desenvolvimento da Educação, observando as mudanças ao longo de 25 anos (1995-2020). Os resultados permitiram identificar que, inicialmente, esses programas adotaram o princípio da igualdade em seus desenhos institucionais, para depois introduzir a equidade. A introdução de princípios equitativos não significou, entretanto, a eliminação de critérios de igualdade de acesso aos programas federais; ao contrário, foram critérios adicionais adotados de forma incremental ao longo de diferentes governos. Não foram identificados princípios de meritocracia para acesso aos programas pelos governos subnacionais.","PeriodicalId":503195,"journal":{"name":"Education Policy Analysis Archives","volume":"81 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141116535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
María-Jesús Gallego-Arrufat, Inmaculada García-Martínez, M. Romero-López, Norma Torres-Hernández
Studies on digital rights in education have both gained attention and provided a framework for research, policy and practice in educational research within the field of educational technology. The potential benefits we appreciate in Internet use are inseparable from the maximum risks involved. Faced with this responsibility, individuals demand that their rights and freedoms be guaranteed in the digital environment according to their various roles as students, teachers, families or staff. This scoping review selects and analyses 54 theoretical and empirical studies from the last decade (2013-2023), identifying the main topics investigated as privacy protection in online environments, right to digital security or cybersecurity, and right to digital education. The review underscores the need to guide efforts towards digital education for citizens because the legal regulation of rights and responsibilities is necessary but insufficient. The paper also makes arguments about acceptance, limitations and implications for teacher training.
{"title":"Digital rights and responsibility in education: A scoping review","authors":"María-Jesús Gallego-Arrufat, Inmaculada García-Martínez, M. Romero-López, Norma Torres-Hernández","doi":"10.14507/epaa.32.7899","DOIUrl":"https://doi.org/10.14507/epaa.32.7899","url":null,"abstract":"Studies on digital rights in education have both gained attention and provided a framework for research, policy and practice in educational research within the field of educational technology. The potential benefits we appreciate in Internet use are inseparable from the maximum risks involved. Faced with this responsibility, individuals demand that their rights and freedoms be guaranteed in the digital environment according to their various roles as students, teachers, families or staff. This scoping review selects and analyses 54 theoretical and empirical studies from the last decade (2013-2023), identifying the main topics investigated as privacy protection in online environments, right to digital security or cybersecurity, and right to digital education. The review underscores the need to guide efforts towards digital education for citizens because the legal regulation of rights and responsibilities is necessary but insufficient. The paper also makes arguments about acceptance, limitations and implications for teacher training.","PeriodicalId":503195,"journal":{"name":"Education Policy Analysis Archives","volume":"143 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139604461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El objetivo de esta investigación fue conocer la traducción que producen los directores de escuela en torno a las políticas de inclusión escolar en el sistema educativo chileno. En términos teóricos se empleó la noción de traducción proveniente del enfoque policy enactment o la puesta en acto de las legislaciones, para comprender las traducciones que produjeron los participantes en torno a estas normativas. Metodológicamente, se realizó un estudio de tradición cualitativa consistente en la aplicación de entrevistas semiestructuradas a 40 directores y directoras de escuelas públicas y subvencionadas de distintas regiones de Chile. Entre los principales hallazgos se destaca en primer lugar, un compromiso condicionado por parte de los participantes hacia el cumplimiento de las políticas manifestando estos adhesión y resistencias. En segundo lugar, se evidenció que los directores sostenían que la inclusión sería una prioridad en las escuelas si se premiara por su cumplimiento por medio de bonos o vouchers, y en último lugar, se identificó que algunos de los participantes transfieren la responsabilidad de la traducción de las políticas a actores externos a la institución educativa, como lo son las Asesorías Técnicas Educativas, privatizando de esta forma la tarea de interpretar y generar significados y prácticas en torno a estas políticas.
{"title":"Directores de escuela como traductores de las políticas de inclusión: Compromiso condicionado, premiar la inclusión y privatizar la traducción","authors":"Fabián Inostroza, Paula Pávez","doi":"10.14507/epaa.32.7971","DOIUrl":"https://doi.org/10.14507/epaa.32.7971","url":null,"abstract":"El objetivo de esta investigación fue conocer la traducción que producen los directores de escuela en torno a las políticas de inclusión escolar en el sistema educativo chileno. En términos teóricos se empleó la noción de traducción proveniente del enfoque policy enactment o la puesta en acto de las legislaciones, para comprender las traducciones que produjeron los participantes en torno a estas normativas. Metodológicamente, se realizó un estudio de tradición cualitativa consistente en la aplicación de entrevistas semiestructuradas a 40 directores y directoras de escuelas públicas y subvencionadas de distintas regiones de Chile. Entre los principales hallazgos se destaca en primer lugar, un compromiso condicionado por parte de los participantes hacia el cumplimiento de las políticas manifestando estos adhesión y resistencias. En segundo lugar, se evidenció que los directores sostenían que la inclusión sería una prioridad en las escuelas si se premiara por su cumplimiento por medio de bonos o vouchers, y en último lugar, se identificó que algunos de los participantes transfieren la responsabilidad de la traducción de las políticas a actores externos a la institución educativa, como lo son las Asesorías Técnicas Educativas, privatizando de esta forma la tarea de interpretar y generar significados y prácticas en torno a estas políticas.","PeriodicalId":503195,"journal":{"name":"Education Policy Analysis Archives","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139619400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students in over 150 countries experienced school closures throughout the COVID-19 pandemic. In the years following, a growing body of literature seeks to estimate the impacts of these education disruptions on a diverse set of outcomes, including student learning. This article adds to this research by examining causal evidence through a difference-in-differences framework (DID). Results suggest that school closures led to learning losses in math for high school seniors in public schools in the Federal District (DF) in Brazil. And while all racial groups experienced learning loss, White and Asian students experienced the most significant losses in 2020. We find no evidence of learning recovery from 2020 to 2021 for any racial groups, suggesting that learning losses persisted into school reopening. We do find, however, possible signs of recovery for female senior students compared to male students. Nevertheless, male and female performance differences are still prominent when analyzing data from 2016 to 2021. The utilization of critical policy analysis and the effectively maintained inequality frameworks can offer insights into significant learning disparities experienced by students.
{"title":"COVID-19 learning loss and recovery in Brazil: Assessing gaps across social groups","authors":"Eveline de Medeiros Miranda, Donald R. Baum","doi":"10.14507/epaa.32.8082","DOIUrl":"https://doi.org/10.14507/epaa.32.8082","url":null,"abstract":"Students in over 150 countries experienced school closures throughout the COVID-19 pandemic. In the years following, a growing body of literature seeks to estimate the impacts of these education disruptions on a diverse set of outcomes, including student learning. This article adds to this research by examining causal evidence through a difference-in-differences framework (DID). Results suggest that school closures led to learning losses in math for high school seniors in public schools in the Federal District (DF) in Brazil. And while all racial groups experienced learning loss, White and Asian students experienced the most significant losses in 2020. We find no evidence of learning recovery from 2020 to 2021 for any racial groups, suggesting that learning losses persisted into school reopening. We do find, however, possible signs of recovery for female senior students compared to male students. Nevertheless, male and female performance differences are still prominent when analyzing data from 2016 to 2021. The utilization of critical policy analysis and the effectively maintained inequality frameworks can offer insights into significant learning disparities experienced by students.","PeriodicalId":503195,"journal":{"name":"Education Policy Analysis Archives","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139619750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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